Teachers’ conceptual understanding in science: Needs and possibilities in the primary phase

Abstract

This paper reviews the changing expectations made of primary teachers in respect of their science subject‐matter knowledge and understanding over the past 20–30 years up to the present time. The shift from a process orientation to a post National Curriculum emphasis on teachers’ science knowledge and understanding is discussed. While a balanced approach which takes account of science processes, content and contexts is advocated, it is acknowledged that available evidence points irrefutably to the advantages of enhanced subject matter knowledge on the part of teachers. It is argued that the case for teachers’ subject knowledge can be overstated, including a logical fallacy that this necessary knowledge also equips teachers to teach science in primary classrooms. A range of CRIPSAT projects which throw light on the debate are reviewed, including ways of making science knowledge accessible to teachers in a form which also addresses their classroom needs. In particular, it is suggested that a greater emphasis on teachers’ own science knowledge is not incompatible with a con‐structivist, child‐centred approach to science education in primary schools.